Download COURSE TITLE - Hazlet Township Public Schools

Hazlet Township Public Schools
COURSE OF STUDY
FOR
AP Biology
Month year (June 2016)
Jason Karpinski
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: Unit: 1: Themes Biology/Chemical Context of Life/Water & Life
BRIEF SUMMARY OF UNIT: This unit serves to review the unifying themes of Biology and general chemistry concepts essential to understanding the
complexity of life. The unit will also explore the emergent properties of water that contribute to Earth’s ability to sustain life.
SUGGESTED TIMELINE: 3 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:
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Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 2: How do biological systems
utilize free energy and molecular building
blocks to grow, reproduce and maintain
dynamic homeostasis?
GUIDING QUESTIONS:

What are the 8 unifying themes of
Biology?
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What are the emergent properties within
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Theme 1: New properties emerge at each
level in the biological hierarchy.
 Theme2: Organisms interact with other
organisms and the physical environment.
 Theme 3: Life requires energy transfer and
transformation.
 Theme 4: Structure and function are
correlated at all levels of biological
organization.
 Theme 5: The cell is the basic unit of
structure and function.
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7
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SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems
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SP-2:Use mathematics appropriately
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SP-3:Engage in scientific questioning to
extend thinking or guide investigations
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SP-4:Plan and implement data collection
1
COURSE TITLE:
GRADE(S):
each unifying theme?
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How can Systems Biology model the
dynamic behavior of whole biological
systems based on the interactions among
the parts?
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How do organisms interact with other
organisms and the physical environment?
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Why does life require energy, transfer and
transform it?
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How are structure and function correlated
at all levels of biological organization?
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Why is the cell an organism’s basic unit of
structure and function?
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How is the continuity of life based on
heritable information in the form of DNA?
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How do feedback mechanisms regulate
biological systems?
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Why does evolution account for the unity
and diversity of life?
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How does the tree of life show
evolutionary relationships?
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How do scientists study nature, make
observations, form hypotheses and test
them?
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Why does science benefit from a
cooperative approach and diverse
viewpoints?
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What is matter and how is it combined into
compounds?
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What is the relationship between structure
and function between atoms and elements?
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How is the form and function of molecules
dependent of the chemical bonds between
atoms?
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Theme 6: The continuity of life is based on
heritable information in the form of DNA.
Theme 7: Feedback mechanisms regulate
biological systems.
Theme8: Evolution, the overarching theme
of Biology.
Evolution accounts for the unity and
diversity of life.
Phylogenetic Trees show evolutionary
relationships.
Types of classification systems of life.
Natural Selection as a mechanism for
evolutionary adaptation of populations to
their environments.
How to apply the Scientific Method of
Reasoning.
The difference between Inductive and
Deductive Reasoning.
The difference between Quantitative and
Quantitative data.
How to conduct Controlled
Experimentation.
A theory is broad in scope, generates new
hypotheses and is supported by a large
body of evidence.
Science is a social activity, scientists build
upon the work of others.
Integrity is key; scientist must repeat the
work of others.
Biologists approach questions at different
levels; their approaches complement each
other.
Technology is a method or device that
applies scientific knowledge for some
specific purpose that affect society.
The impact of research is not always
immediately obvious.
Diversity among scientists promotes
progress.
Elements cannot be broken down
chemically to other substances.
strategies
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SP-5:Perform data analysis and evaluation
of evidence
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SP-6:Work with scientific explanations
and theories
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SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content
2
COURSE TITLE:
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How do chemical reactions make and
break chemical bonds?
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How do polar covalent bonds result in
hydrogen bonding?
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What are the emergent properties of water
that contribute to Earth’s suitability for
life?
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How do acidic and basic conditions affect
the ecosystem?
GRADE(S):
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A compound contains two or more
different elements in a fixed ratio.
Oxygen, Carbon, Hydrogen and nitrogen
make up 96% of living matter.
The parts of the Atomic Theory.
Chemical bonds form when atoms interact
and complete their valence shells.
Molecules consist of two or more
covalently bonded atoms.
Types of chemical bonds and interactions.
Molecular shape is determined by position
of its atoms valence orbitals.
Shape is the basis for recognition of one
biological molecule by another.
Chemical reactions change reactants into
products while conserving matter.
Biological systems are balanced in
Chemical Equilibrium.
The emergent properties of water that
allow for life on Earth.
Hydrophilic vs. Hydrophobic molecules
Molarity is used as a measure of solute
concentration in solutions.
How to identify ion concentrations on the
pH scale.
Buffers are molecules that accept or
donate hydrogen ions to balance pH.
Environmental impact of pH imbalance.
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Maintenance of portfolio of course work.
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Maintenance of course Google Drive
folder.
B: STUDENTS WILL UNDERSTAND THAT:
 BI: 1: Evolution drives the diversity and
unity of life.
 1:A:A change in the genetic makeup of a
population over time is evolution
 1: B: 2: Biological systems utilize free
energy and molecular building blocks to
grow, reproduce and maintain dynamic
homeostasis.
 2:A:1: Growth, reproduction and
maintenance of the organization of living
systems require free energy and matter
3
COURSE TITLE:
GRADE(S):
C: STUDENTS WILL BE ABLE TO:
 List the levels of the biological hierarchy.
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Identify the emergent properties at each
level.
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Apply reductionism to complex systems in
order to discover simpler components that
are more manageable to study.
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Model the behavior of whole biological
systems based on the study of the
interactions among its parts.
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Describe the cycling of chemical nutrients
in the ecosystem.
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Describe the flow of energy through the
ecosystem.
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Relate biological form to function or vice
versa.
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Compare and contrast prokaryotic and
eukaryotic cells.
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Describe the basic structure and function
of DNA.
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Relate DNA to RNA to proteins in the
process of gene expression.
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Compare nucleotide sequences to identify
evolutionary relationships.
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Identify regulation patterns.
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Provide specific examples of negative
feedback in biological systems.
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Provide specific examples of positive
feedback in biological systems.
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Classify organisms using the 3 Domain
and 6 Kingdom systems.
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Evaluate evolution of population through
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COURSE TITLE:
GRADE(S):
natural selection theory.
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Apply the Scientific Method of Inquiry to
solve biological problems.
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Use inductive reasoning to generate
hypotheses.
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Use deductive reasoning to generate
predictions to test hypotheses.
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Develop controlled experiments to test
hypotheses.
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Apply the proper technology to assist in
experimentation.
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Work independently and collaboratively in
a group.
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Identify the elements that make up 96% of
life.
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Apply the atomic theory to a given
element to determine subatomic particles,
atomic number, atomic mass, electron
shells.
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Define: Covalent bond and provide
examples in biological systems.
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Define: Ionic Bond and provide examples.
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Describe how ions participate in biological
systems.
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Define: Hydrogen Bond and provide
examples in biological systems.
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Define: Van der Waals Force and provide
examples in biological systems.
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Define: Electronegativity and provide
examples in biological systems.
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Relate molecular shape to biological
function.
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Define: cohesion and provide examples in
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COURSE TITLE:
GRADE(S):
biological systems.
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Define: adhesion and provide examples in
biological systems.
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Define: Capillary Action and provide
examples in biological systems.
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Define: Surface Tension and provide
examples in biological systems.
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Define: Evaporative cooling and provide
examples in biological systems.
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Define: Heat of vaporization and provide
examples in biological systems.
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Recognize water as the universal solvent.
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Identify hydrophilic and hydrophobic
molecules based on structure and function.
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Use molarity to measure solute
concentrations.
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Diagram the pH scale and plot acid and
base solutions.
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Calculate the hydrogen ion concentration
of solutions using the pH scale.
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Identify acids and bases based on structure
and function.
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Describe how acids and bases participate
in biological systems.
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Describe the role of buffers in biological
systems and provide specific examples.
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Discuss the impact of pH imbalance in the
environment.
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COURSE TITLE:
GRADE(S):
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials
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Google Classroom Site
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Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests
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Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com
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AP Biology Investigative Lab: An Inquiry Based Approach
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Carolina AP Biology Lab Set
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Water Potential Lab: Investigating the properties of water that sustain life.
Molecular Models
7
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 2: Biochemistry and Cellular Biology
BRIEF SUMMARY OF UNIT: This unit serves to review the molecular diversity of life and relate the structure/function of macromolecules. This unit will
also focus on cell biology and cell membrane structure/function.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the
bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:



Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 2: How do biological systems
utilize free energy and molecular building
blocks to grow, reproduce and maintain
dynamic homeostasis?
Big Idea 3: How do living systems store,
retrieve, transmit and respond to
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Living matter is made mostly of carbon,
oxygen, hydrogen, sulfur and phosphorus.
 Biological diversity has it molecular basis
in carbon’s ability to form huge numbers
of molecules with particular shapes and
properties.
 Vitalism was disproved when chemists
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately
8
COURSE TITLE:
GRADE(S):
information essential to life processes?
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Big Idea 4: How do biological systems
interact and possess complex properties
GUIDING QUESTIONS:
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What elements compose living matter?
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What properties of carbon give it the
ability to be so biologically diverse?
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How did organic molecules form from
nonliving elements?
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How did Stanley Miller’s experiments
extend the idea of mechanism to the origin
of life?
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Why was the theory of vitalism disproved?
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What are the bonding properties of the big
four elements: C, N, O, and H?
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What is the structure and function of
hydrocarbons?
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What are the 3 types of isomers?
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How do functional groups participate in
chemical reactions?
What is the structure and function of ATP?
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What are the 4 macromolecules of life?
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What are the single units of
macromolecules?
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How do monomers form polymers of
macromolecules?
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What is the role of water in making and
breaking bonds between macromolecules?
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What is the structure/function of
carbohydrates in biological systems?
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What type of bond forms supports
carbohydrate structure?
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were able to synthesize organic
compounds in the laboratory.
Stanley Miller was able to use inorganic
elements and produce organic compounds
in a laboratory experiment.
There are various hypotheses that support
the origin of life from inorganic to organic.
Carbon has a valence of 4 and can bond to
a diversity of other atoms.
Carbon bonds to other carbon atoms
forming carbon skeletons and organic
compounds.
Carbon skeletons vary in length and shape
and have different structures and
properties.
There are 3 types of isomers: structural,
geometric and enantiomers.
Chemical groups attached to carbon
skeletons of organic molecules participate
in chemical reactions and contribute to the
function by affecting molecular shape.
ATP consists of adenosine attached to 3
phosphate groups.
ATP can react with water forming
inorganic phosphate and ADP releasing
energy.
The energy released from ATP can be
used for cellular work.
ATP is a “rechargeable” molecule that
can store and release energy for the cell
Carbohydrates serve as fuel and building
materials in cells.
Monosaccharides are the monomers of
carbohydrates.
Examples of monosaccharides include:
glucose and fructose.
Disaccharides are monosaccharides joined
by glycosidic linkages.
Examples of disaccharides include: lactose
and sucrose.
Polysaccharides are multiple
monosaccharides joined by glycosidic
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SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence
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SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
9
COURSE TITLE:
GRADE(S):
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What is the structure/function of lipids in
biological systems?
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Why are lipids not considered to be
macromolecules or polymers?
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Why are proteins the most structurally and
functionally diverse class of biological
molecules?
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What is the structure/function of proteins
in biological systems?
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What is the structure/function of nucleic
acids in biological systems?
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What role does complementary bas pairing
play in the functions of nucleic acids?
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What surrounds all cells?
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How do prokaryotic cells compare and
contrast in terms of structure and function?
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What is the relationship between cell
surface and volume?
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What organelles do plant and animal cells
have in common?
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What organelles are unique to plant cells?
Animal cells?
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How does the compartmentalization of a
eukaryotic cell contribute to its
biochemical function?
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How is the cell’s genetic material stored
and carried out?
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How does the endomembrane system
regulate macromolecular traffic and
perform metabolic function?
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How to mitochondria and chloroplasts
convert energy from one form to another?
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What is the endosymbiont theory?
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linkages.
Lipids are a diverse group of hydrophobic
molecules.
Triacylglycerols are composed of glycerol
and 3 fatty acid chains.
Fatty acids can be saturated or unsaturated
based on bonding properties.
Health impact of fatty acids in diet.
Phospholipids contain a phosphate group
and 2 fatty acids.
Phospholipids have a polar heads and nonpolar tails.
Phospholipids are the main component of
cell membranes.
Steroids are 4 fused rings with attached
chemical groups.
Steroids are structural components of the
cell membrane.
Steroids are signaling molecules that travel
through the body (hormones).
Proteins include a diversity of structures,
resulting in a wide range of functions.
Amino acids are the monomers of
proteins.
There are 20 different amino acids and
their arrangements determine protein
structure/function.
Proteins can function as enzymes to
catalyze chemical reactions.
Proteins can function as in structure,
storage, transport, receptors and defense in
the cell membrane.
Proteins coordinate organism responses
Proteins function in cell movement.
Nucleic acids store, transmit and help
express hereditary information.
Nucleotides are the monomers of nucleic
acids are composed of phosphate, sugar
and nitrogen base.
DNA is a double stranded molecule of
heredity containing deoxyribose sugar and
concepts to examples in biological systems
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Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
10
COURSE TITLE:
GRADE(S):
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What is the fluid-mosaic model of the cell
membrane?
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How can phospholipid structure affect cell
membrane function?
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What is the structure/function of cell
membrane proteins?
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What is the role of carbohydrates in the
cell membrane?
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Where are cell membrane components
synthesized in the cells?
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Why must the cell membrane be
selectively permeable?
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In what ways are membranes crucial to
life?
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How do aquaporins affect permeability of
the plasma membrane?
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Why is osmoregulation crucial to the
survival of cells?
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What are the forms of passive transport
that regulate cell membrane traffic?
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What are the forms of active transport that
regulate cell membrane traffic?
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What is the role of ATP in active
transport?
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How does the cell accomplish active bulk
transport of macromolecules?
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Which type of bulk transport involves
ligands?
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A, T, C, G nitrogen bases.
RNA is a single stranded molecule of
heredity containing ribose sugar and A, U,
C, G nitrogen bases.
DNA>RNA>Protein is the “Central
Dogma” of biological information flow in
the cell.
Cells are surrounded by a plasma
membrane composed of phospholipids.
Prokaryotic cells lack nuclei and other
membrane enclosed organelles.
Eukaryotes have internal membranes that
compartmentalize cellular functions.
The surface to volume ratio affects cell
size and shape.
The eukaryotes genetic material is housed
in the nucleus which is surrounded by a
nuclear envelope and contains pores.
Ribosomes contain 2 subunits and can be
free or bound to the rough ER.
Ribosomes are made in the nucleolus and
function in protein synthesis.
The endoplasmic reticulum is a network of
membrane bounded tubules and is
continuous with the nuclear envelope.
Smooth ER does not contain ribosomes
and functions in synthesis of lipids and
detoxification.
Rough ER contains ribosomes and
functions in proteins synthesis.
The Golgi apparatus are stacks of flattened
membranes that has polarity and functions
as a sorting center for cellular products.
The lysosome is a membranous sac of
hydrolytic enzymes that functions in
digestion and recycling of cellular
components
Vacuoles are large membrane bound
vesicles that function in storage.
Mitochondria are double membraned and
function in cellular respiration.
Chloroplasts contain thylakoids, grana and
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COURSE TITLE:
GRADE(S):
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stroma and function in photosynthesis.
Peroxisomes are bound by a single
membrane and covert peroxide into water.
The cell membrane is a fluid mosaic of
macromolecules.
The cell membrane is amphipathic.
Phospholipids lipids can change their
bonding structure to change the fluidity of
the cell membrane.
Integral proteins are embedding in the
lipid bilayer and function in membrane
traffic.
Peripheral proteins are attached to the
membrane surface and function in
molecular recognition.
Glycoproteins and lipids function in cell
recognition.
Membrane proteins are synthesized in the
endomembrane system.
Cell membranes are selectively permeable
Hydrophobic molecules can pass through
the lipid bilayer.
Hydrophilic molecules pass through
transport proteins.
Diffusion is the spontaneous movement of
a substance down a concentration gradient.
Osmoregulation is a function of osmosis
and is dependent on solute concentrations.
Hypertonic solutions have a high solute
concentration.
Hypotonic solutions have low solute
concentrations.
Isotonic solutions have equal solute and
solvent concentrations.
Animal cells are healthy in isotonic
solutions and must osmoregulate in other
solutions.
Plants are healthy in hypotonic solutions
and must osmoregulate in other solutions.
Prokaryotes, Plants and Fungi have cell
walls that support the regulation process.
12
COURSE TITLE:
GRADE(S):
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Passive transport is a form of diffusion and
moves through the membrane or transport
proteins based on the chemical properties
of the solute.
 Facilitated Diffusion is passive transport
through an integral protein.
 Active transport moves solutes from low
to high concentration using cellular
energy(ATP)
 Bulk transport is a form of active transport
and moves molecules in bulk from low to
high concentration utilizing ATP.
B: STUDENTS WILL UNDERSTAND THAT:
 1. D: The origin of living systems is
explained by natural processes.
 2.A: Growth, reproduction and
maintenance of the organization of living
systems require free energy and matter
 2. B: Growth, reproduction and dynamic
homeostasis require cells create and
maintain internal environments that are
different from their external environments.
 3. A: Heritable information provides for
continuity of life.
 4.A: Interactions within biological systems
lead to complex properties
 4. B: Competition and cooperation are
important aspects of biological systems.
 4. C: Naturally occurring diversity among
and between components within biological
systems affects interactions with the
environment.
C: STUDENTS WILL BE ABLE TO:
 List the elements that compose 96% of
living matter.

Describe the properties of carbon that
allow it to be so biologically diverse.

Explain the Stanley Miller experiment
concerning the origin of life and relate
13
COURSE TITLE:
GRADE(S):
how it disproves Vitalism.

Diagram the bonding properties of the big
four elements: C, N, and O, H.

Identify hydrogen carbons based on their
molecular formula and diagram the
structural formula.

Explain the role of hydrocarbons in
biological systems and their use as energy
sources for human investment.

Identify isomers and relate their structural
properties to their function.

Identify, diagram functional groups and
relate their biological function in living
systems.

Diagram the structure of ATP and relate
the function in biological systems.

Diagram the monomers of the 4
macromolecules.

Apply the properties of dehydration and
hydrolysis to the polymerization of
macromolecules.

Describe the function of macromolecules
in biological systems.

Identify structural forms of carbohydrates
and relate their functions in biological
systems.

Identify the structural forms of lipids and
relate their functions in biological systems.

Identify the structural forms of proteins
and relate their functions in biological
systems.

Identify the structural forms of nucleic
acids and relate their functions in
biological systems.
14
COURSE TITLE:
GRADE(S):

Determine the relationships between
DNA, RNA and protein in the “Central
Dogma” of biological information flow.

Compare and contrast prokaryotic and
eukaryotic cells in terms of structure and
function.

Compare and contrast animal and plant
cells in terms of structure and function.

Calculate surface to volume ratios to
determine cell size, shape and behavior.

Describe the structure and function of the
nucleus and relate the control mechanisms
to the rest of the cell.

Describe the structure and function of
ribosomes.

Diagram the endomembrane system and
relate macromolecular processing.

Explain the endosymbiont hypothesis.

Compare and contrast the structure and
function of mitochondria and chloroplasts.

Describe the structure and function of
peroxisomes.

Diagram the fluid mosaic model of the cell
membrane and explain how molecular
structure relates to function.

Describe and label the polarity of the lipid
bilayer.

Relate the bonding principles of
phospholipids to cell membrane fluidity.

Identify peripheral and integral proteins
and relate their structure to function in the
cell membrane.

Explain the role of glycoproteins and
lipids in the cell membrane.
15
COURSE TITLE:
GRADE(S):

Describe the semi-permeability of the cell
membrane.

Identify molecules that can pass through
the membrane and those that must use a
protein.

Explain the process of diffusion and d
identify examples in biological systems.

Describe osmoregulation in biological
systems.

Analyze solutions and determine
hypertonic, hypotonic and isotonic
solutions.

Compare & contrast plant and animal cells
in different solution concentrations.

Compare and contrast the structure and
function of prokaryote, plant and fungal
cell walls.

Compare and contrast passives vs. active
transport in biological systems in terms of
structure and function.

Relate the use of ATP as the
phosphorylation agent in active transport.

Identify and describe bulk flow models of
active transport in biological systems.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:








Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
Student completion of essential vocabulary.
Teacher/Student presentation of scientific concepts.
Teacher/Student demonstration of scientific concepts.
Discussion of scientific topics as they pertain to current world events.
Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
Inquiry based learning activities that promote collaboration and critical thinking.
16
COURSE TITLE:
GRADE(S):
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach

Carolina AP Biology Lab Set
o
Origin of Life Kit: Simulation of the conditions of primeval Earth to create coacervates and explore their life-like properties.
o
Diffusion/Osmosis Kit: Investigating diffusion and osmosis utilizing dialysis tubing and live plant and animal models.
o
Diffusion: Investigating the relationship between diffusion and cellular size using agar cube cell models.

Molecular Models

Build-A-Membrane: http://learn.genetics.utah.edu
17
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 3: Cellular Energy and Related Processes
BRIEF SUMMARY OF UNIT: This unit will introduce metabolism, enzymatics and compare and contrast the role of cellular respiration and photosynthesis in
cellular energetics.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the
bonds in new compounds are formed resulting in a net transfer of energy.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere,
hydrosphere, and geosphere
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:


Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 2: How do biological systems
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Metabolism is the collection of chemical
reactions that occur in an organism.
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7
18
COURSE TITLE:
utilize free energy and molecular building
blocks to grow, reproduce and maintain
dynamic homeostasis?

Big Idea 4: How do biological systems
interact and possess complex properties
GUIDING QUESTIONS:
GRADE(S):





How is an organism’s metabolism subject
to the laws of thermodynamics?

How do enzymes catalyze chemical
reactions?

How are chemical reactions combined for
metabolic function?

What are the forms of energy and how do
they influence biological systems?


What are the 1st & 2nd Laws of
Thermodynamics and how do they
influence biological systems?


How do highly ordered biological systems
not conflict with the laws of
thermodynamics?


What is free energy?


How is the free energy equation applied to
cellular energetics?

Why are spontaneous and nonspontaneous
chemical reactions important in cell
metabolism?


How is ATP used and regenerated in a
cell?

How do both activation energy barriers
and enzymes help maintain the structural
and metabolic order of life?

What roles do allosteric regulation and
feedback inhibition play in metabolism of
a cell?










Enzymes catalyze chemical reactions in
intersecting metabolic pathways.
Catabolic pathways breakdown molecules
to release energy and Anabolic pathways
build up molecules to store energy.
Energy is the capacity to do work.
Kinetic energy is associated with motion
and includes thermal energy (heat):
random motion.
Potential energy is related to the location
and structure of matter and includes
chemical energy.
The first law of thermodynamics is
conservation of energy.
The second law of thermodynamics is
entropy.
Free energy is the energy that can do work
under cellular conditions.
Delta-G=Delta-H-T-Delta-S.
Exergonic reactions are spontaneous and
release energy with a negative delta-G
value.
Endergonic reactions are nonspontaneous
and absorb energy with a positive delta-G
value.
Energy is coupled and drives cellular
metabolism.
ATP is the cell’s energy shuttle.
ATP hydrolysis releases energy and
activates protein function.
Catabolic pathways drive the regeneration
of ATP from ADP.
Activation energy is the energy necessary
to break the bonds of the reactants.
Enzymes catalyze chemical reactions by
lowering the activation energy.
Enzymes have unique active sites which
accept specific substrates and catalyze
reactions.
The enzyme changes shape slightly when
it bonds to a substrate: Induced fit model.

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
19
COURSE TITLE:

What is the overall equation for cellular
respiration?

How do catabolic pathways yield energy
by oxidizing organic fuels?

What are the stages of aerobic respiration?

What are the stages of anaerobic
respiration?
GRADE(S):




How do redox reactions mediate cellular
respiration?


What is the difference between the 2
processes in cellular respiration that
produce ATP: oxidative phosphorylation
and substrate level phosphorylation?



What are the substrates and products of
glycolysis? Location?

What is the source of energy for the
formation of ATP and NADH in
glycolysis?


What are the substrates and products of
acetyl-Co-A pathway and Krebs Cycle?
Locations?


What molecular products indicate the
complete oxidation of glucose during
cellular respiration?

What are the substrates and products of the
ETC and chemiosmosis? Locations?

What is the mechanism by which ATP
synthase produces ATP?

Where are ATP synthase complexes found
in the cell?

What are the control mechanisms of
cellular respiration?

What factors influence cellular respiration
rates?






Each enzyme has an optimal temperature
and pH.
Competitive Inhibitors bind to the active
site whereas Noncompetitive inhibitors
bind to a remote site on the enzyme for
control.
Natural selection, acting on organisms
with mutant genes encode altered enzymes
is a major evolutionary force responsible
for diversity.
Allosteric regulation can activate or inhibit
enzyme function by affecting the shape of
the active site from an allosteric site.
Cooperativity is the binding of one
substrate molecule stimulating the activity
of other active sites of the enzyme.
Feedback Inhibition is when the end
product of a metabolic pathway
allosterically inhibits the enzyme for a
previous step in the pathway.
Enzymes are grouped into complexes,
membranes and organelles which increases
the efficiency of metabolic processes.
Cells break down glucose and other
organic fuels to yield chemical energy in
the form of ATP.
Fermentation is a partial degradation of
glucose without the use of
oxygen/anaerobic.
Aerobic respiration is the complete
breakdown of glucose in the presence of
oxygen and is broken in 3 steps:
Glycolysis, Krebs Cycle & Electron
Transport Chain.
Redox reactions shift electrons between
molecules.
Oxidation is the loss of electrons and
Reduction is the addition of electrons.
Glucose is oxidized to carbon dioxide and
oxygen is reduced to water during cellular
respiration.
NAD+ is the electron carrier of cellular


Written laboratory reports
Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
20
COURSE TITLE:

What are the substrates, products,
conditions and application of alcohol and
lactic acid fermentation?
GRADE(S):

respiration and shuttles electrons
throughout the reaction.
Glycolysis harvests chemical energy by
oxidizing glucose to pyruvate in the
cytoplasm.
The Citric Acid/Krebs Cycle complete the
energy yielding oxidation of organic
molecules in the mitochondria.
Oxidative Phosphorylation, Chemiosmosis
couples electron transport to ATP
synthesis.
Photosynthesis converts light energy to
chemical energy in food.
The light reactions of photosynthesis
convert solar energy to chemical energy of
ATP and NADPH.
The Calvin cycle use the chemical energy
of ATP and NADPH to reduce carbon
dioxide to sugar.

Which processes yields more ATP;
fermentation or anaerobic respiration?

How do producers convert light energy
into chemical energy?

What is the overall equation for
photosynthesis?

How did the use of an oxygen isotope help
elucidate the chemistry of photosynthesis?

What is the structure and function of the
chloroplast that allows for photosynthesis?

How do the reactant molecules of
photosynthesis reach the chloroplasts in
the leaves?

What are the substrates and products of the
light-dependent reactions of
photosynthesis? Location?

What colors of light is most/least effective
in driving photosynthesis?

What are the substrates and products of the
light-independent reactions of
photosynthesis? Location?

Why are large numbers of ATP and
NADPH molecules used during the Calvin
cycle consistent with the high value of
glucose as an energy source?
B: STUDENTS WILL UNDERSTAND THAT:
 1.A: Change in genetic makeup in
population over time is evolution
 1. D: The origin of living systems is
explained by natural processes.
 2. B: Growth, reproduction and dynamic
homeostasis require cells create and
maintain internal environments that are
different from their external environments.
 4.A: Interactions within biological systems
lead to complex properties
 4. B: Competition and cooperation are
important aspects of biological systems.

What alternative mechanisms of carbon
fixation have evolved in hot, arid
climates?
C: STUDENTS WILL BE ABLE TO:
 Describe metabolism and relate to
biological systems.

Why are C4 and CAM photosynthesis
more energetically expensive that C3
photosynthesis?

How do redox reactions mediate






Identify catabolic and anabolic pathways
and relate to biological systems.

Describe the role/forms of energy in
21
COURSE TITLE:
GRADE(S):
photosynthesis?
biological systems.

What are the roles of carbon dioxide and
water in respiration and photosynthesis?

Apply the 1st & 2nd Laws of
Thermodynamics to biological systems.

What factors influence photosynthetic
rates?


In terms of structure and function, how do
cellular respiration and photosynthesis
compare and contrast?
Use the Gibbs-Helmholtz free energy
equation to calculate free energy in a
biological system.

Compare & contrast exergonic and
endergonic reactions and relate to
biological systems.

Explain the role of ATP in energy
coupling of metabolic pathways.

Identify the structure and function of ATP
in biological systems.

Describe enzyme structure and function
and relate to biological systems.

Identify optimal temperature and pH
values of enzymes graphically and
experimentally.

Describe competitive and allosteric control
mechanisms of enzymes in biological
systems.

Explain the role of Natural Selection in the
variation of enzymes.

Identify enzyme locations and function in
the cell.

Write the overall chemical reaction for
cellular respiration.

Identify organisms that use a diversity of
energy conversion systems.

Identify redox functions of cellular
respiration equation.

Create a concept map of cellular
respiration representing major parts,
substrates, products, locations and cellular
22
COURSE TITLE:
GRADE(S):
conditions.

Describe cellular respiration control
mechanisms.

Identify the role of NAD+ in cellular
respiration.

Describe the structure and function of a
mitochondria in biological systems.

Identify environmental factors that
influence cellular respiration.

Write the overall equation for
photosynthesis and identify redox
functions of the equation.

Create a concept map of photosynthesis
representing major parts, substrates,
products locations and cellular conditions.

Identify photosynthetic organisms and
their structure and function in biological
systems.

Describe the structure and function of the
chloroplast.

Determine wavelengths of light that
promote and inhibit photosynthesis
graphically & experimentally.

Identify environmental factors that
influence photosynthetic rates.

Explain plant adaptation to diverse
environments.

Compare and contrast cellular respiration
and photosynthesis and relate their
functions in biological systems.
23
COURSE TITLE:
GRADE(S):
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach

Carolina AP Biology Lab Set
o
Cell Respiration Lab: Investigating the metabolic process of cellular respiration in germinating pea seeds.
o
Plant Pigments and Photosynthesis Lab: Investigating the major impact of light and the plant pigment chlorophyll on the process of
photosynthesis
o
Evolving Enzymes Lab: Investigating the interactions between enzymes and substrates in varying environmental conditions and exploring the
relationships between enzyme codes of different species.
o
Leaf Disk Assay Lab: Investigating photosynthetic rate through the observation of leaf disks in varying environmental conditions.
24
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 4: Cell Communication and the Cell Cycle
BRIEF SUMMARY OF UNIT: This unit will introduce cell communication mechanisms and correlate to cell division models. This unit will also relate
communication and cell division to human health.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
[
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
25
COURSE TITLE:
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:



Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 2: How do biological systems
utilize free energy and molecular building
blocks to grow, reproduce and maintain
dynamic homeostasis?
Big Idea 3: Living systems store, retrieve,
transmit and respond to information
essential to life.
GUIDING QUESTIONS:



How do a variety of organisms use signal
transduction pathways to communicate
and complete cellular work?
What are the 3 stages of a signal
transduction pathway?
What is the role of local regulators in
direct contact signaling?

What are the roles of hormones in longdistance signaling?

What is the role of a ligand in signal
transduction?

What are the 3 main types of cell-surface
trans-membrane receptors?

How is the function of receptors linked to
human disease?

Why can hydrophobic molecules access
intracellular receptor proteins?

How do protein kinases regulate signal
transduction pathways?

What is the role of second messenger
molecules in cell communication?

What is the difference between a second
GRADE(S):
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 External signals are converted to responses
within the cell.
 Signal transduction pathways for many life
processes.
 The 3 stages of signal transduction are:
Reception, Transduction and Response.
 Local regulators such as growth factors
mediated short-distance cell signaling.
 Hormones are used for long-distance
signaling in both plants and animals.
 A ligand is a signaling molecule and is
highly specific to protein shape.
 The 3 major types of cell-surface
transmembrane receptors are: G proteins,
Receptor tyrosine kinases, Ligand-gated &
ion channels.
 Small hydrophobic molecules are able to
cross the cell membrane and elicit
intracellular response.
 Cascades of molecular interactions rely on
signals from receptors to target molecules
in the cell.
 Protein kinases regulate
phosphorylation/dephosphorylation cycles
to mediate signal transduction pathways.
 Second Messenger molecules diffuse
through the cell membrane readily and
help broadcast signals quickly.
 Pathways may lead to a diversity of
cellular responses including
communication, shape and nuclear.
 Cellular responses are not simply on or
off; they are carefully mediated by many
chemical factors in the cell.
 Apoptosis is programmed cell death in
which cell components are disposed of in
an orderly fashion without damage to other
cells.
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
26
COURSE TITLE:
GRADE(S):
messenger and a protein kinase?


How do communication pathways lead to
nuclear response?


What are the stages of nuclear response?

How is nuclear response mediated in the
cell?


What mechanism in the cell terminate its
response to a signal and maintain its
ability to respond to new signals?


What is the role of cell signaling and the
function of apoptosis in a diversity of
organisms?

What is the explanation for the similarities
between genes in yeasts, nematodes and
mammals that control apoptosis?

How do unicellular and multi-cellular
organisms rely on cell division for
survival?

What is the structure and function of the
genome in prokaryotic and eukaryotic
organisms?






What are the stages and events of the cell
cycle?


What are the roles of centrosomes and the
mitotic spindle in the cell cycle?


How is the cell cycle regulated?


What is the result of uncontrolled cell
division?

What are the forms of cancer?



Apoptotic signals can originate from
outside or inside the cell.
Unicellular organisms reproduce by cell
division whereas multi-cellular organisms
depend on cell division for their
development.
The genome is the genetic material of the
cell and is positioned along chromosomes
Each chromosome is made of chromatin
which helps to maintain the structure and
function.
Chromosomes are replicated to form sister
chromatids prior to division and are joined
by a centromere.
Interphase is a period of cell growth and
DNA replication in preparation for cell
division and is made up of 3 phases: G1,
S, and G2.
Mitosis is the nuclear division of the cell
and is made up of 4 phases: prophase,
metaphase, anaphase, and telophase.
Cytokinesis is the cytoplasmic division of
the cell and is different in plant vs. animal
cells.
The unique events of each phase of
Interphase, Mitosis and Cytokinesis.
The cell cycle control systems depends on
checkpoints, cyclin proteins and dependent
kinases.
Both external and internal signals control
cell growth.
Cancer cells elude normal cell cycle
regulation and divide out of control
forming tumors.
Benign tumors are localized, Malignant
tumors spread through metastasis.
Recent advances in technology have
improved cancer screening and treatment.
Apoptotic signals share an evolutionary
history.







Test at the end of the unit
Free response practice
Logical, defendable, complete
answers to the essential questions.
Logical short answer to explain
the enduring understanding question.
Unit project
Written laboratory reports
Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
27
COURSE TITLE:
GRADE(S):
B: STUDENTS WILL UNDERSTAND THAT:
 2.E: Many biological processes involved
in growth, reproduction and dynamic
homeostasis include temporal regulation
and coordination
 3.A: Heritable information provides for
continuity of life
 3.B: Expression of genetic information
involves cellular and molecular
mechanisms
 3.D: Cells communicate by generating,
transmitting and receiving chemical
signals
C: STUDENTS WILL BE ABLE TO:
 Identify mechanisms of signal transduction
in various organisms.

State and describe the 3 stages of signal
transduction.

List and explain examples of local regulars
in biological systems.

List and explain examples of hormonal
control in biological systems.

Define: Ligand and relate the role in signal
transduction.

Describe the 3 main types of cell
membrane receptors.

Relate receptor function to human health.

Identify hydrophobic molecules that can
access intracellular receptors.

Explain the role of second messenger
molecules in the amplification of the
signal.

Compare and contrast the functions of
second messenger molecules and protein
kinases.
28
COURSE TITLE:
GRADE(S):

Describe the mechanism of a nuclear
response to a signal.

Explain the mediation of intra and extra
cellular communications.

Describe the relationship between cellular
signaling and apoptosis.

Explain the similarities between genes in
yeasts, nematodes and mammals that
control apoptosis.

Determine how unicellular and multicellular organisms rely on cell division for
survival.

Describe the structure and function of the
genome in prokaryotes and eukaryotes.

Diagram the cell cycle and describe the
events of each stage.

Identify the stages of the cell cycle in
diagrams or using a microscope.

Compare and contrast animal and plant
cell cytokinesis.

Describe control of the cell cycle.

Determine the consequences of various
control system failures.

Identify healthy vs. cancer cell on
diagrams or using a microscope.

Compare and contrast benign vs.
malignant tumors.

Describe the role of technology in cancer
screening and treatment.
29
COURSE TITLE:
GRADE(S):
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach

Carolina AP Biology Lab Set

Cell Communication Lab: Investigate the impact of pheromones on the growth and development of 2 yeast strains.

Mitosis & Meiosis Lab: Investigate the phases of cell division in onion root tip and whitefish blastula cells.

Environmental Effects on Mitosis Lab :Lectin: Advanced Inquiry

Karyotype Analysis: Analysis of karyotypes to determine gender and identify genetic disorders.
30
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 5: The Genetic Basis of Life
BRIEF SUMMARY OF UNIT: This unit will present the historical significance of Gregor Mendel and relate his ideas to sexual life cycles and the
chromosomal basis of inheritance.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion
to organisms lacking this trait. [
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of other species.
31
COURSE TITLE:
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:



Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 3: Living systems store, retrieve,
transmit and respond to information
essential to life.
Big Idea 4: How do biological systems
interact and possess complex properties
GUIDING QUESTIONS:

What is a gene?

Where are genes located?

How are genes inherited?

How does asexual and sexual reproduction
compare and contrast?

Why do human offspring resemble their
parents but are not identical to them?

What is a karyotype?

How do chromosomes differ in size and
patterns?

How do somatic cells and gametes
compare and contrast?

What is the result of fertilization?

How does the timing of sexual life cycles
differ between organisms?

How do plant and animal life cycles
compare and contrast?

What are the stage and events of meiosis?

How is genetic variation accomplished in
meiosis?

How does genetic variation in meiosis
contribute to evolution?
GRADE(S):
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 A gene is a segment of DNA that exists at
a specific locus on a certain chromosome.
 One set of genes is inherited from your
mother, the other from your father.
 Asexual reproduction produces genetically
identical offspring by mitosis.
 Sexual reproduction combines sets of
genes from 2 parents leading to genetic
diversity of the offspring.
 A normal human somatic karyotype
contains 46 chromosomes; 22 autosomes
and a pair of sex chromosomes.
 Somatic cells are diploid and contain a full
set of chromosomes and gametes are
haploid and contain a half set.
 In humans, XX= female, XY = male.
 In the human lifecycle, ovaries and testes
produce haploid gametes by meiosis.
 During fertilization, sperm and egg unite
to form a diploid zygote/fertilized egg.
 The zygote will undergo mitosis to
develop into a multi-cellular organism
 Sexual life cycles differ in their timing of
meiosis and relative to fertilization
 Meiosis reduces the number of
chromosomes sets from diploid to haploid
 Meiosis is composed of 2 stages: Meiosis I
& II.
 The events within each stage of meiosis
and how they compare to mitosis
 Sexual reproduction, independent
assortment, crossing over and random
fertilization result in recombinant
organisms.
 Genetic variation is the raw material for
evolution by natural selection.
 Asexual reproduction allows for
maintenance of species numbers while
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
32
COURSE TITLE:

How do meiotic mutations influence
human health?

What are the advantages and
disadvantages of asexual vs. sexual
reproduction

How do mitosis and meiosis compare and
contrast?

How did Mendel use the scientific method
to identify 2 laws of inheritance?

Why did Mendel choose peas as his test
subject?

What are mathematic ratios Mendel
identified in his experiments?

How are true breeding and hybrid
organisms different?

What are the alternative forms of a gene?

How are alleles segregated to form
different combinations within the trait?

Why are some alleles dominant?
Recessive?

What is the difference between the
genotype and phenotype of a trait?

How do alleles independently assort into
gametes?

How do the rules of probability relate to
Mendelian inheritance?

How can Punnett squares to calculate
genetic probabilities?

How can Pedigree charts be used to trace a
trait through generations of a family?

What are the single gene extensions of
Mendelian inheritance?

What are the multi-gene extensions of
GRADE(S):















sexual reproduction leads to genetic
variation.
Gregor Mendel formulated a theory of
inheritance based on experiments with
garden peas, proposing that parents pass
on to their offspring discrete genes that
retain their identity through generations.
The law of segregation states that genes
have alternative forms called alleles that
separate during meiosis and recombine to
form unique offspring during fertilization.
Dominant alleles mask the expression of
recessive alleles.
Homozygotes are true breeding containing
an identical set of alleles.
Heterozygotes are hybrids contains each
allele.
The law of independent assortment states
that a pair of alleles segregates into
gametes independently.
The genotype is the genetic composition of
the trait.
The phenotype is genetic expression of the
trait.
The rule of multiplication states that the
probability of two or more events
occurring together is equal to the product
of the individual probabilities of the
independent single events.
The addition rule states that the probability
of an event that can occur in two or more
independent, mutually exclusive ways is
the sum of the individual probabilities.
Mendel identified 2 ratios in his
experiments that follow the laws of
probability: Single hybrid trait =
3:1,Dihybrid trait = 9:3:3:1
Single gene extensions of Mendel’s
inheritance include:
Complete Dominance
Incomplete Dominance
Codominance







Test at the end of the unit
Free response practice
Logical, defendable, complete
answers to the essential questions.
Logical short answer to explain
the enduring understanding question.
Unit project
Written laboratory reports
Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
33
COURSE TITLE:
Mendelian inheritance?

How does the “Nature vs. Nurture” debate
relate to inheritance?

Do Mendel’s laws still apply within the
extensions of inheritance?

What is the chromosomal theory of
inheritance?

How did Robert Morgan identify the
correlation between a specific gene and
trait?

What are the systems of sex determination
among mammals, birds, fish and insects?

What are the patterns of inheritance in sexlinked traits?

Why is it more likely for men to express
sex-linked traits?

What is a Barr body?

Why do linked genes tend to be inherited
together?

How are parental and recombinant groups
determined from genetic cross data?

How is a gene map developed using
genetic cross data?

What does the % of crossing over
indicated about 2 genes?

How do alterations of chromosome
numbers or properties cause genetic
disorders?

How is genomic imprinting and
inheritance of mitochondrial DNA
exceptions to standard Mendelian
inheritance?
GRADE(S):

















Multiple Alleles
Pleiotropy
Multi-gene extensions of Mendel’s
inheritance include:
Epistasis
Polygenic Inheritance
An organisms overall phenotype reflects
its overall genotype and unique
environmental history.
Mendel’s fundamental laws still apply to
extended theories of inheritance
The chromosomal theory of inheritance
states that genes are located on
chromosomes and that the behavior of
chromosomes during meiosis accounts for
Mendel’s laws
Morgan discovered through
experimentation with fruit flies that
transmission of the X chromosome
correlates with the inheritance of eye color
traits.
Sex is an inherited phenotypic character
usually determined by which sex
chromosomes are present.
Sex-linked genes are usually located on
the X chromosome and are transmitted
between father & daughter and mothers &
sons.
Unlike females, human males only contain
1 X chromosomes and have no guard
against sex-linked disorders
A Barr body is a randomly inactivated X
chromosome
Linked genes tend to be inherited together
because they are located near each other
on the same chromosome.
Parental offspring have the same traits as
the parents, while recombinants are a mix
Recombination data can be used to
calculate crossing over rates and determine
gene linkage maps
Aneuploidy, abnormal chromosome
34
COURSE TITLE:
GRADE(S):




numbers; can result from Nondisjunction;
the improper separation of chromosomes
during meiosis.
Polyploidy is a result of complete
Nondisjunction during gamete formation
Chromosome breakage can result in
alterations of chromosome structure and
include: Deletions, Duplications,
Inversions, Translocations
Genomic imprinting depends on which
allele is inherited from each parent
Mitochondrial DNA is solely maternal and
passé d onto all offspring
B: STUDENTS WILL UNDERSTAND THAT:
 1.A: Chang in genetic makeup of a
population over time is evolution
 3.A: Heritable information provides for
continuity of life
 3.C: The processing of genetic information
is imperfect and is a source of genetic
variation
 4.C:Naturally occurring diversity among
and between components within biological
systems affects interactions with the
environment
C: STUDENTS WILL BE ABLE TO:
 Define: Gene and describe location and
inheritance patterns.

Compare and contrast sexual and asexual
reproduction.

Explain why students resemble their
parents, but are not exact copies.

Using a karyotype, determine:

Autosomes

Sex Chromosomes

Gender
35
COURSE TITLE:
GRADE(S):

Genetic Disorders

Compare and contrast somatic cells and
gametes.

Define: Zygote and explain the formation
process.

Compare and contrast plant and animal life
cycles.

Identify the stages of meiosis and describe
events within each stage.

Explain how genetic variation is
accomplished in meiosis.

Describe the correlation between genetic
variation and evolution.

List and describe meiotic mutational
disorders that impact human health.

Compare and contrast mitosis vs. meiosis.

Describe Gregor Mendel’s experiments
and identify the 2 laws of inheritance.

Use Punnett squares to determine
probability in genetic crosses.

Apply the laws of probability to genetic
data.

Determine genotype and phenotype ratios
from genetic cross data.

Compare genetic cross data to Mendelian
ratios to determine if trait follows laws or
is an extension.

Identify alleles of a trait and trace their
segregation and assortment into gametes.

Analyze genetic problems and determine
inheritance patterns.

Trace a trait through generations using a
pedigree chart.
36
COURSE TITLE:
GRADE(S):

Relate the environmental role on the
expression of a gene.

Describe the chromosomal theory of
inheritance and its relationship to
Mendel’s laws.

Explain the research of Robert Hunt
Morgan and relationship between genes
and traits.

Identify the sex determination systems
among mammals, birds, fish and insects

List and describe examples of sex-linked
traits.

Define: Barr Body.

Analyze genetic cross data and calculate
crossing over rates.

Develop a linkage map based on crossing
over data.

List and describe chromosomal alteration
disorders that impact human health.

Describe prenatal testing options and
outcomes.

Describe how genomic imprinted and
transfer of mitochondrial DNA are
determined on the chromosomal level.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:






Preview the essential questions and connect to learning throughout the unit.
Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
Student completion of essential vocabulary.
Teacher/Student presentation of scientific concepts.
Teacher/Student demonstration of scientific concepts.
Discussion of scientific topics as they pertain to current world events.
37
COURSE TITLE:
GRADE(S):
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach

Carolina AP Biology Lab Set

Population Genetics and Evolution Lab: Utilize Wisconsin Fast Plants to explore the conditions of Hardy-Weinberg in a population.

Natural Selection Lab: Explore the concept of natural selection through the quantification of brine shrimp tolerance to salinity changes.

Natural Selection & Drosophila Lab: Introduction and calculative tracking of a new trait into a population through successive generations.

Genes and Consequences: Investigating the similarities and differences between gene sequences using BLAST database.
UNIT NUMBER AND TITLE: 6: Gene Activity and Biotechnology
BRIEF SUMMARY OF UNIT: This unit will present the molecular basis of inheritance, protein synthesis, gene regulation, genomic evolution and review
biotechnology applications.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
38
COURSE TITLE:
GRADE(S):
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion
to organisms lacking this trait. [
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment.
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:




Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 2: How do biological systems
utilize free energy and molecular building
blocks to grow, reproduce and maintain
dynamic homeostasis?
Big Idea 3: Living systems store, retrieve,
transmit and respond to information
essential to life.
Big Idea 4: How do biological systems
interact and possess complex properties
GUIDING QUESTIONS:

What is the genetic material of life?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 DNA is the genetic material of life.
 Hershey/Chase used bacteriophages and
radioactive isotopes to confirm DNA as
the molecule of genetics.
 Watson/Crick deduce that DNA is a
double-helix with sugar-phosphate chains
and hydrogen bonded nitrogenous bases.
 Meselson-Stahl deduced that DNA
replication is semi conservative and that
each parent strand serves as a template for
the synthesis of a new strand according to
base pairing rules.
 There is a continuous leading and
discontinuous lagging strand complete in
fragments called “Okasaki fragments”.
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence
39
COURSE TITLE:

How did Hershey/Chase experiments
confirm the genetic material of life?

How did Watson/Crick deduce the
structure of the DNA molecule?

What does it mean when we say that the
two DNA strands in the double helix are
anti-parallel?

How did the Meselson-Stahl experiments
reveal that DNA replication is semiconservative?

How is DNA replicated?

What are the roles of enzymes in DNA
replication?

What is the difference between the leading
and lagging strands in DNA replication?

How do prokaryotic and eukaryotic DNA
replication compare and contrast

How does a cell control its metabolism
through gene expression?
GRADE(S):














How does transcription convert DNA to
RNA


What is the structure and function of the 3
forms of RNA?



How does translation convent RNA to
protein?


How many codons code for amino acids?


What are the start and stop codons?

How does gene expression affect the
phenotype of an organism?

How is eukaryotic RNA tailored?

How does alternative RNA splicing lead to
varied protein expression?

What is the role of polyribosome activity



DNA replication occurs in a fork model.
The functions of the following enzymes
relevant to DNA replication, Helicase,
Primase, DNA Polymerase, Ligase,
Nuclease,Telomerase
There are proof-reading and repair
mechanism to ensure proper replication:
Mis-match repair
Nucleotide excision repair
Compare and contrast prokaryotic and
eukaryotic DNA replication
DNA replication occurs during the “S”
phase of the cell cycle
DNA controls metabolism by directing
cells to make specific enzymes and other
proteins through expression.
Transcription is the synthesis of RNA to
complementary strand of DNA
Transcription occurs in the nucleus
There are 3 forms of RNA:
mRNA: Messenger molecule containing
codons
tRNA: Tranfer molecule containing
anticodons.
rRNA: Ribosomes that direct protein
development.
There 64 total codons.
There are 61 codes that code for amino
acids.
There is 1 start and 3 stop codons that
regulate translation.
RNA polymerase is the enzyme of
transcription.
Transcription occurs in 3 phases:
promotion, transcription unit and
termination.
The primary mRNA transcript is tailored
by removing introns and linking exons. A
cap and tail are added to protect the coding
segment.
Alternative splicing of exons can vary the

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
40
COURSE TITLE:
GRADE(S):
in protein expression?

How do mutations affect protein structure
and function?


What are the forms of mutations?


How do mutagens influence mutations?


What is the evolutionary significance of
mutations?

How do bacteria respond to environmental
change?

How do bacteria regulate gene expression?

What are the mechanisms of eukaryotic
gene expression?

What is the influence e of non-coding
RNA in eukaryotic gene expression?

How does differential gene expression
lead to different cell types in eukaryotic
organisms?









What is the structure and function of a
virus?

How did scientist discover the first virus?

Are viruses living?


What is a phage?


What are the mechanisms of viral
replication?


What is the impact of virus on human
health?


How do viruses evolve?

How do viruses impact animal evolution?

What are treatment options for viral
infections?

How does DNA technology allow us to
study the sequence, expression and


protein produced, thus one gene can code
for many proteins.
Translation is the synthesis of a
polypeptide from an mRNA transcript.
Translation occurs in the cytoplasm or
membrane bound ribosomes.
Translation is the coordination between
mRNA, rRNA and tRNA in order to
synthesis a polypeptide.
After translation, polypeptides are folded
into functional proteins.
Multiple ribosomes may translate the same
mRNA code: polyribosome.
Point mutations are a single nucleotide
change which lead to nonfunctional
proteins.
Point mutations include: insertions,
deletions and substitutions.
Missense mutations lead to the incorrect
amino acid, impacting protein function.
Nonsense mutations lead to a stop codon,
halting protein synthesis.
Mutational links to human health.
Mutation may be spontaneous as a result
of DNA replication or influence by
environmental mutagens.
Mutations are the finite source of
adaptations through natural selection.
Bacterial genes are clustered into operons
that control gene expression.
Compare and contrast repressible and
inducible operon models.
The role of activator proteins in operon
regulation.
Eukaryotic gene expression models
include: chromatin modification,
transcriptional control, mRNA
degradation, Alternative RNA splicing,
Translation initiation factors, Protein
proteasome regulation.
Embryonic cells undergo differentiation
and morphogenesis to become specialized
41
COURSE TITLE:
GRADE(S):
function of a gene?


What are the forms of DNA technology
and their applications in research?
Forensics?

How do scientists use bioinformatics to
analyze genomes and their functions?


How does duplication, rearrangement and
mutation of DNA contribute to genome
evolution?














in structure, function & shape.
Cytoplasmic determinants in an
unfertilized egg regulate the expression of
genes in the zygote that affect the
development of cells.
Pattern formation is the spatial
organization of tissues that begins in the
early embryo.
Positional information are molecular cues
that tell cells its location relative to the
body’s axis.
Scientists discovered viruses in the late
1800’s by studying tobacco plants.
A virus is a small nucleic acid genome
enclosed in a protein capsid and a
membranous viral envelope.
The genome of a virus may be either DNA
or RNA.
Viruses are non-living and can only
replicate in host cells.
A phage is a virus that only infects
bacteria and may be used in
biotechnological research.
Compare and contrast the lytic and
lysogenic cycle of phage replication.
Retroviruses such as HIV use reverse
transcriptase to copy their RNA genome I
reverse and integrate into the host genome
as a provirus.
Viruses evolve rapidly as a result of
mutational changes.
Viruses may disrupt eukaryotic genomes
and introduce mutations which lead to
evolutionary changes.
Viruses may be prevented with vaccines
and treated with anti-viral medications.
List and describe human viral infections
and their impact on human health.
Restriction enzymes cut DNA at specific
restriction points that are unique to each
organism.
Gel Electrophoresis can separate
42
COURSE TITLE:
GRADE(S):














restriction fragments by length and can be
used for disease screening.
RFLP’s can be used for screening and
identification purposes.
Northern blotting can isolate specific
mRNAs using labeled probes.
cDNA can be created using reverse
transcriptase and be inserted into a
bacterial plasmid for expression.
PCR can amplify genes of interest.
DNA microarrays allow researchers to
compare the expression of many genes at
once in different tissues, times and
conditions.
SNP: Single nucleotide polymorphisms are
used to identify genetic markers for alleles
that cause disease in humans.
DNA technology is a rapidly advancing
field and has great promise in research
benefit and forensics applications.
Computer analysis aids gene annotation,
the identification of protein coding
sequences and their functions.
Bioinformatics is the use of computerbased tools to compare genomes and study
genomics and proteomics.
Accidents in cell division can lead to extra
copies of all or part of chromosome sets
which may then diverse if one set
accumulates sequence changes.
Chromosomal organization of genomes
can be compared among species providing
information about evolutionary
relationships.
Within a given species, rearrangements of
chromosomes are thought to contribute to
the emergence of new species.
The genes encoding the various globin
proteins evolved from one common
ancestral gene.
Rearrangements of exons within and
between genes during evolution has led to
43
COURSE TITLE:
GRADE(S):

gene containing multiple copies derived
from other genes.
Movement of transposable elements or
recombination between copies of the same
element generates new sequences that may
be beneficial to the organism.
B: STUDENTS WILL UNDERSTAND THAT:
 1.A: Change in genetic makeup of a
population over time is evolution
 2.C:Organisms use feedback mechanisms
to regulate growth and reproduction and to
maintain dynamic homeostasis
 3.A: Heritable information provides for
continuity of life
 3.B:Expression of genetic information
involves cellular and molecular
mechanisms
 3.C: The processing of genetic information
is imperfect and is a source of genetic
variation
 4.A: Interactions within biological systems
lead to complex properties
C: STUDENTS WILL BE ABLE TO:
 Relate that DNA is the molecule of life.

Create an historical timeline displaying the
experiments that lead to the discovery of
the DNA molecule.

Diagram the structure of the DNA
molecule.

Diagram/explain the process of DNA
replication.

Identify the roles of enzymes in the
process of DNA replication.

Discuss proofreading mechanisms that
ensure proper replication of the DNA
molecule.

Recognize the result of mutations due to
44
COURSE TITLE:
GRADE(S):
improper replication.

Compare & contrast prokaryotic vs.
eukaryotic DNA replication.

Identify when in the cell cycle DNA
replication occurs.

Discuss the role of DNA in cellular
metabolism.

Diagram/explain the processes of
transcription and translation as relates to
protein synthesis.

Identify and relate the phases and enzymes
of transcription and translation as a
function of protein synthesis.

Identify the 3 forms of RNA and relate
their function to protein synthesis.

Use the genetic code wheel to read codons

Discuss mechanism of transcription and
translation control.

Recognize the folding properties of
proteins and how they relate to function.

Identify mutations and relate their impact
on protein function; human health.

List human mutations and discuss their
impact on health.

Recognize that mutations are spontaneous
events that are the finite source of
adaptations through natural selection.

Describe the bacterial operon model of
gene control.

Compare and contrast repressible and
inducible operons.

Describe eukaryotic gene control
mechanisms.
45
COURSE TITLE:
GRADE(S):

Explain embryonic differentiation and
morphogenesis and relate to cellular
structure and function.

Relate spatial and positional cell
determination to gene expression.

Discuss the historical significance of the
tobacco mosaic virus.

Identify the structural components of a
virus and relate their function.

Recognize viruses are non-living.

Define: Phage and discuss applications in
biotechnology.

Compare and contrast the lytic and
lysogenic cycles.

Define: Retrovirus and provide an
example.

Diagram a retrovirus life cycle.

List and describe human viral infections
and their impact on health.

Discuss treatment options for viral
infections.

Describe the evolutionary significance of
viruses.

Identify the forms of DNA technology to
use in order to achieve desired results.

Apply DNA technology in the lab and
collect data to test hypotheses and solve
problems.

Recognize that DNA technology is a
rapidly advancing field fueled by
computer technology.

Describe the ethical concerns of DNA
technology applications.
46
COURSE TITLE:
GRADE(S):

Compare and contrast DNA and protein
codes to reveal evolutionary relationships
between species.

Recognize that mutations within a species
may lead to speciation events.

Discuss benefits of mutational events
within a species.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach

Carolina AP Biology Lab Set

Green Genes & pBlu Transformation Labs: Investigating the role of DNA as the determining source of heritable information and its impact on
phenotypic traits.
47
COURSE TITLE:

Electrophoresis and Simulated Genetic Screen

ELISA Simulation

DNA & Histone Model: http://learn.genetics.utah.edu

Lac Operon Model
GRADE(S):
UNIT NUMBER AND TITLE: 7: Evolution and Phylogeny
BRIEF SUMMARY OF UNIT: This unit will review the contributions of Charles Darwin to evolutionary theory, describe models of population evolution
/speciation and describe the events in the history of life.
SUGGESTED TIMELINE: 5Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2)
viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion
to organisms lacking this trait. [
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
48
COURSE TITLE:
GRADE(S):
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase
in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)
the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of other species .
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:



Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 3: Living systems store, retrieve,
transmit and respond to information
essential to life.
Big Idea 4: How do biological systems
interact and possess complex properties
GUIDING QUESTIONS:

How did Darwin’s experiences on the
Beagle give rise to his theory of evolution?

What is Darwin’s mechanism for
evolution?

Is evolution supported by scientific
evidence?

Why do organisms share characteristics?

How does natural selection affect
independently evolving species in similar
environments?

How does the fossil record support
evolutionary theory?

Why can evolutionary theory explain biogeographic patterns?
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Descent with modification by natural
selection explains the adaptations of
organisms and the unity and diversity of
life.
 Darwin’s experiences on the Beagle gave
rise to his idea that new species originate
from ancestral forms through the
accumulation of adaptations.
 Darwin published “The Origin of Species”
in 1859 and presented his mechanism of
evolution as natural selection.
 Researchers have directly observed natural
selection leading to adaptive evolution.
 Homologies are characteristics that
organisms share based on common
descent.
 Convergent evolution describes the
environmental effect of natural selection in
similar ways.
 Fossils show that past organisms differed
from living organisms and that many
species have become extinct.
 Bio-geographic patterns can be explained
through evolutionary theory.
 Genetic variation is the genetic differences
among individuals within a population.
 Genetic variations arise through mutations
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
49
COURSE TITLE:
GRADE(S):

How does genetic variation make
evolution possible?

How can the Hardy-Weinberg equation be
used to test whether a population is
evolving?

Why do biologists estimate gene
variability and nucleotide variability, and
what do these estimates represent?


How can allele frequencies in a population
be altered?


Why is natural selection the only
mechanism to consistently cause adaptive
evolution?


How does geographic separation influence
speciation?


How does the pace of speciation relate to
changes in genes?


What conditions on early Earth made the
origin of life possible?


What are the key events in life’s history
from the origin of life to the colonization
of land?

How are broad changes in the fossil record
a cumulative result of speciation and
extinction events?

Why does the rise and fall of organisms
reflect differences in speciation?

How do developmental genes result in
body form change?









and produce new alleles and genes.
New genetic variants are produced rapidly
in organisms with short generation times.
In sexually reproducing organisms, most
genetic differences among individuals.
result from crossing over, independent
assortment and random fertilization.
A population is a localized group of
organism belonging to one species united
by a gene pool.
The Hardy-Weinberg principle is a tool
used to estimate gene frequencies in a
population.
Individuals that have certain inherited
traits tend to survive and reproduce at
higher rates than others.
Genetic drift is the chance fluctuations in
allele frequencies and tends to reduce
genetic variation.
Gene flow is the transfer of alleles
between populations and tends to reduce
variation.
Organisms with a greater relative fitness
leave more fertile offspring.
The modes of natural selection differ in
how selection acts on the phenotype.
Natural selection increases the frequencies
of alleles that enhance survival and
reproduction thus improving the match
between organism and their environment.
Sexual selection influences evolutionary
change in secondary sex characteristics
that can give advantage in mating.
Neutral variations do not impact the
survivability of a species.
Variation can be maintained by diploidy
and balancing selection.
Natural selection can act only on available
variation.
Adaptations resulting from modifications
of ancestral homologies are often
compromises.





Logical approach to problem
Solving
Critical thinking skills
Verbalization of information
Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
 Test at the end of the unit
 Free response practice
 Logical, defendable, complete
answers to the essential questions.
 Logical short answer to explain
the enduring understanding question.
 Unit project
 Written laboratory reports
 Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
50
COURSE TITLE:
GRADE(S):


















Natural selection, chance and the
environment interact to change a species.
Allopatric speciation results when two
populations are separated by a geographic
barrier.
Sympatric speciation originates in the
same geographic area through polyploidy,
habitat shifts and sexual selection.
The time interval between speciation
events varies considerably from a few
thousand years to millions.
Speciation is driven by few or many genes.
Earth formed 4.6 billion years ago.
Experiments simulating possible early
atmospheres have produced organic
molecules associated with life.
Organic molecules have been found in
meteorites.
Amino acids and RNA nucleotides
polymerize when dripped onto hot clay.
Organic molecules can spontaneously
form protocells and display cellular
properties.
Early protocells contained RNA and were
influenced by natural selection.
The 1st cell evolved 3.5 BYA through
natural selection.
Eukaryotes evolved 2.1 BYA through the
endosymbiont hypothesis.
Drastic environmental changes lead to
extinction and adaptation of species
through natural selection.
Multi-cellular eukaryotes evolved 1.2
BYA.
The Cambrian explosion occurred 535
MYA and is the most significant
speciation event of the fossil record.
Life colonized land 500 MYA.
Developmental genes affect morphological
differences between species by influencing
the rate, timing and spatial patterns of
51
COURSE TITLE:
GRADE(S):



change in an organism’s form.
The evolution of new forms can be caused
by changes in the nucleotide sequences or
regulation of developmental genes.
Novel and complex biological structures
can evolve through a series of incremental
modifications.
Evolution is not goal oriented, but is the
result of interactions between organism
and their current environments.
B: STUDENTS WILL UNDERSTAND THAT:
 1.A: Change in genetic makeup of a
population over time is evolution
 1.B: Organisms are linked by lines of
descent from common ancestry
 1.C: Life continues to evolve within a
changing environment
 1.D:The origin of living systems is
explained by natural processes
 3.A: Heritable information provides for
continuity of life
 3.C: The processing of genetic information
is imperfect and is a source of genetic
variation
 4. C: Naturally occurring diversity among
and between components within biological
systems affects interactions with the
environments.
C: STUDENTS WILL BE ABLE TO:
 Relate Darwin’s observations on the
Beagle to inferences that allowed him to
develop his theory of evolution through
natural selection.

Apply the natural selection model to
populations to determine modes of
evolution.

Define: Adaptation and provide examples.

Describe how over-reproduction and
52
COURSE TITLE:
GRADE(S):
heritable variation relate to evolution by
natural selection.

Identify homologies between organisms as
a function of common descent.

Recognize that similar environmental
pressures will result in similarities
between unrelated species; convergent
evolution.

Discuss current research models of natural
selection; soapberry bugs and MRSA.

Describe the role of fossil evidence in
supporting evolutionary theory.

Apply evolutionary theory to biogeographic patterns of speciation.

Explain how sexually reproducing
organisms maintain variation.

Use gene variability estimates to develop
evolutionary relationships.

Define: Population.

Use the Hardy-Weinberg equations to
calculate gene frequencies and test
whether a population is evolving.

Describe the impact of genetic drift and
gene flow in genetic variation.

Recognize that natural selection is the only
mechanism that consistently causes
adaptive evolution.

Using graphs; identify modes of natural
selection: directional, disruptive and
stabilizing selection.

Explain how sexual selection may
influence mating.

Describe how variation can be maintained
through diploidy and balancing selection.
53
COURSE TITLE:
GRADE(S):

Identify the limitations of natural
selection.

Compare/contrast allopathic and sympatric
speciation and provide examples.

Identify the mode of speciation for a
presented population set.

Recognize that speciation is a timely event
based on changes in few too many genes.

Describe the conditions of early Earth that
made life possible.

Analyze experiments concerning the origin
of life.

Create proto-cells in the lab and analyze
properties and behavior.

Explain why RNA is hypothesized to be
the first genetic material.

Describe the roles of montmorillonite clay
and vesicles in the origin of life.

Create a timeline of the key events in life
history.

Correlate environmental changes with
extinctions and speciation events in the
history of life.

Diagram the endosymbiont theory of
eukaryotic evolution.

Describe the theories concerning multicellular eukaryote evolution.

Explain the evolutionary significance of
the Cambrian explosion.

Discuss the adaptations to life on land.

Explain how the plate tectonics model lead
to environmental change and
speciation/extinction events.
54
COURSE TITLE:
GRADE(S):

Identify the 5 mass extinctions in the
history of life and evolutionary change as
a result.

Explain how adaptive radiations after mass
extinctions resulted in large increases in
diversity of life.

Describe how developmental genes affect
morphological differences between
species.

Describe how new forms are a result of
nucleotide sequences or regulation of
developmental genes.
Explain the reasoning behind the statement
“Evolution is not goal oriented.”
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach
55
COURSE TITLE:
GRADE(S):

Carolina AP Biology Lab Set

Population Genetics and Evolution Lab: Utilize Wisconsin Fast Plants to explore conditions in a population

Natural Selection Lab: Explore the concept of natural selection through quantification of brine shrimp tolerance to salinity changes

“What Darwin Never Knew”: NOVA:PBS

Evolution: HHMI Video
UNIT NUMBER AND TITLE: 8: Diversity in the Biological World: Organism Form and Function
BRIEF SUMMARY OF UNIT: This unit will introduce basic principles of animal form and function and focus in detail on the immune system, neurons,
synapses and the vertebrate brain. Specific topics will connect big ideas and enduring understandings
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions
of life through systems of specialized cells.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents
to offspring.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
56
COURSE TITLE:
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:




Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 2: How do biological systems
utilize free energy and molecular building
blocks to grow, reproduce and maintain
dynamic homeostasis?
Big Idea 3: Living systems store, retrieve,
transmit and respond to information
essential to life.
Big Idea 4: How do biological systems
interact and possess complex properties
GUIDING QUESTIONS:

What are the unique features of the
angiosperm life cycle?

How is signal reception linked to response
in plants?

How do plant hormones coordinate
growth, development and responses to
stimuli?

Why are responses to light critical to plant
success?

How is animal form and function
correlated at all levels of organization?

How do feedback control mechanisms
maintain the internal environment in
animals?

What are the homeostatic
thermoregulation processes in animals?

What are the criteria for energy
requirements in animals?

What is innate immunity?
GRADE(S):
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Angiosperm reproduction involves an
alternation of generations between a multicellular diploid sporophyte generation and
haploid generation.
 Flowers, produced by the sporophyte,
function in sexual reproduction
 The four floral organs include: sepals,
petals, stamens and carpels.
 Double fertilization is a process in which
one sperm fertilizes egg forming the
zygote while the other sperm combines
with the polar nuclei forming the
endosperm food supply.
 The seed coat encloses the embryos and
seed dormancy ensures seeds germinate
only when conditions for survival are
right.
 The fruit protects the enclosed seeds and
aids in wind dispersal or in the attraction
of seed-dispersing animals.
 Signal transduction pathways link signal
reception to response in plants.
 Common ways by which signal
transduction pathways enhance the activity
of specific enzymes.
 Plant hormones coordinate growth,
development and responses to stimuli.
 Plant hormones and major metabolic
responses in plants.
 The function of Blue-light photoreceptors
in plants.
 The mechanism of phytochromes in plant
circadian cycles.
 Short-day vs. long-day plant circadian
cycles.
 Physical laws constrain the evolution of an
animal’s size and shape.
 All animals must have access to an
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
57
COURSE TITLE:

What is adaptive immunity?

How does adaptive immunity defend
against infection on body fluids and body
cells?


How can disruptions in immune system
function elicit or exacerbate disease?
How do hormones and other signaling
molecules bind to target receptors and
trigger specific pathways?
GRADE(S):






How are endocrine hormone pathways
controlled?

What contributes to cell fate specification?

How do neuron organization and structure
reflect function in information transfer?


How is the resting potential of a neuron
maintained?


How are action potentials conducted?


How do neurons communicate through
synapses?

Why is the vertebrate brain regionally
specialized?









aqueous medium.
Body plans are designed to maximize
surface area.
The hierarchical organization of animal
bodies.
The structure and function of the 4 main
tissue groups.
The endocrine and nervous systems are the
two main communication systems in
animals.
The endocrine system communicates long
distance through target specific hormones.
The nervous system communicates short
distance through chemical and electrical
signals.
Homeostasis is the maintenance of a
steady state despite internal and external
changes.
Homeostasis is maintained through
feedback mechanisms.
Circadian rhythms are daily fluctuations in
metabolism and behavior tuned to the
cycles of light and dark.
Acclimatization is a temporary shift in
homeostasis based on the environment.
Animals maintain internal temperature
within tolerable range through
thermoregulation.
Thermoregulation uses physiological and
behavioral adjustments to balance heat
gain or loss.
The hypothalamus acts as the thermostat in
mammalian regulation of body
temperature.
Fever reflects a resetting of this thermostat
to a higher set point in response to
infection.
Metabolic rate is the total amount of
energy used in a unit of time.
Endotherms have higher metabolic rates
than ectotherms.
Minimum metabolic rate per gram is







Test at the end of the unit
Free response practice
Logical, defendable, complete
answers to the essential questions.
Logical short answer to explain
the enduring understanding question.
Unit project
Written laboratory reports
Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
58
COURSE TITLE:
GRADE(S):















inversely related to body size among
similar animals.
Animals allocate energy for metabolism,
activity, homeostasis, growth and
reproduction.
Torpor is a state of decreased activity and
metabolism on a daily or seasonal basis.
Innate immunity is mediated by physical
and chemical barriers as well as cell-based
defenses.
Activation of innate immunity relies on
recognition proteins specific for broad
classes of pathogens.
Pathogens sometimes evade innate
immune defenses.
Adaptive immunity relies on lymphocytes
that arise from stem cells in the bone
marrow and complete their maturation in
the bone marrow (B-Cells) or the thymus
gland (T-cells).
Lymphocytes have cell-surface antigen
receptors for foreign molecules.
Upon infection, specific B and T cells are
activated.
Memory cells are produced and defend
against future infection.
Recognition of foreign molecules involves
the binding of variable regions of receptors
to an epitope of the antigen.
MHC molecules are cell surface proteins
that allow for recognition of antigens.
The 4 major characteristics of B and T cell
development are generation of diversity,
self-tolerance, proliferation, and
immunological memory.
Adaptive immunity is achieved through
cell mediated T-cell responses and
humoral B-cell responses.
Active immunity develops in response to
infection.
Passive immunity confers naturally
between mother and offspring or through
59
COURSE TITLE:
GRADE(S):












antibody injection.
Tissues or cells transferred from one
person to another are subject to immune
rejection.
Disruption of normal immune system
regulation or function can result in an
exaggerated, self-directed or diminished
response.
The forms of communication between
animal cells differ in the types of secreting
cell and the route taken by the signal to its
target.
Hormone pathways may be regulated by
negative feedback which dampens the
stimulus or positive feedback which
amplifies the stimulus.
Negative feedback pathways can occur in
antagonistic pairs.
Fate maps show that specific regions of
the zygote for blastula develop into
specific parts in older embryos.
Mechanisms for establishing cellular
asymmetries include morphogen gradients,
localized determinants and inductive
interactions.
As embryonic development proceeds, the
developmental potential of cells becomes
progressively more limited in all species.
Cells in a developing embryo receive and
respond to positional information that
varies with location.
The signaling molecules influence gene
expression in the cells that receive them
leading to differentiation and the
development of specific structures.
The central nervous system and peripheral
nervous system process information in 3
stages; sensory, input, integration and
motor output to effecter cells.
Neurons have branched dendrites that
receive signals and axons that transmit
signals at synapses.
60
COURSE TITLE:
GRADE(S):













Neurons rely on glia for nourishment,
insulation and regulation.
Ionic gradients generate voltage
difference, or membrane potential, across
the plasma membrane of cells.
Diffusion of sodium and potassium ions
generate resting and action potentials
Neurons open and close gated channels in
response to stimuli, leading to changes in
membrane potential.
An action potential is a brief, all or none
depolarization of a neurons membrane
A nerve impulse travels from axon hillock
to the synaptic terminals by propagation of
a series of action potentials along the axon.
Salutatory conduction is the jumping of
action potentials between Nodes of
Ranvier.
In electrical synapses, current flows
directly from one cell to another.
In chemical synapses, depolarization
causes vesicles to fuse with the terminal
membrane and release neurotransmitter
into the cleft.
Neurotransmitters bind to ligand gated
channels in the post synaptic membrane
producing EPSP or IPSP.
Temporal or spatial summation at the axon
hillock determine whether a neuron
generates an action potential.
Neurotransmitters have different effects on
receptors.
The structure and function of the
vertebrate forebrain, midbrain and
hindbrain.
B: STUDENTS WILL UNDERSTAND THAT:
 1.A: Change in genetic makeup of a
population over time is evolution
 1.B: Organisms are linked by lines of
descent from common ancestry
 2. A: Growth, reproduction and
61
COURSE TITLE:
GRADE(S):





maintenance of the organization of living
systems require free energy and matter.
2. D: Growth and dynamic homeostasis of
a biological system are influenced by
changes in the system’s environment.
2. E: Many biological processes involved
in growth, reproduction and dynamic
homeostasis include temporal regulation
and coordination.
3.E: Transmission of information results in
changes within and between biological
systems
4.A: Interactions within biological systems
lead to complex properties
4. B: Competition and cooperation are
important aspects of biological systems.
C: STUDENTS WILL BE ABLE TO:
 Describe the unique features of
angiosperm reproduction.

Describe the structure and function of the
four floral organs.

Explain the process of double fertilization.

Explain the process of germination.

Identify the evolutionary adaptations of
angiosperms.

Describe the role of fruit in seed dispersal.

Describe common signal transduction
pathways in plant cells.

Identify plant hormone based on plant
response or vice versa.

Describe the role of blue-light receptors in
plants.

Explain the phytochrome mechanism of
plant circadian cycles.

Compare and contrast short-day vs. long-
62
COURSE TITLE:
GRADE(S):
day plants based on circadian cycles.

Interpret experimental variables in plant
circadian cycles.

Identify the physical laws that constrain
animal size and shape.

Explain why animals rely on aqueous
mediums for survival.

Describe the relationship between surface
area and aqueous mediums.

Describe the structure and function of 4
main groups of animal tissue.

Compare and contrast short and long
distance communication systems in
animals.

Define: Homeostasis.

Compare and contrast negative and
positive feedback mechanisms in animals.

Explain circadian rhythm control in
animals.

Compare and contrast thermoregulation
mechanisms in endotherms vs. ectotherms.

Identify the physical and behavioral
adjustments that allow animals to
thermoregulate.

Describe the role of the hypothalamus as
the thermostat of mammals.

Calculate BMR using equation.

Compare and contrast the BMR of
endotherms vs. ectotherms.

Describe different examples of animal
torpor.

Describe the general mechanism of innate
immune response.
63
COURSE TITLE:
GRADE(S):

Explain the cellular and chemical layers of
the innate immune response.

Explain how a pathogen can evade innate
immunity.

Compare and contrast the structure and
function of B and T cells in adaptive
immune responses.

Explain the role of MHC molecules in cell
recognition and immune function.

List the 4 major characteristics of B and T
cell development.

Compare and contrast cell mediated vs. the
humoral adaptive immune responses.

Compare and contrast active vs. passive
immunity.

Explain why organ transplant may result in
rejection.

List and describe autoimmune diseases
that affect human health.

Describe how immunodeficiency caused
by viruses can lead to AIDs and cancers.

Identify the forms of communication
between different types of animal cells.

Outline the path of communication
between secreting and receiving cell.

Explain the control of insect molting by
PTTH hormone.

Explain the role of signal transduction in
transmitting water-soluble signals.

Describe how local regulators carry out
paracrine and autocrine signaling.

Explain specific antagonistic feedback
mechanisms in humans and discuss the
64
COURSE TITLE:
GRADE(S):
consequence of lack of regulation.

Outline specific examples of negative and
positive feedback in humans.

Analyze fate maps and infer differentiation
patterns.

Describe the influence of signaling
molecules and location on the
differentiation of embryo structure.

Describe the structure and function of a
neuron.

List and describe the stages of information
processing.

Compare and contrast the CNS vs. PNS.

Explain the role of glia cells in neural
support.

Graph an action potential and label all
phases indicating ion movement.

Describe the role of myelin in salutatory
conduction.

Compare and contrast electrical vs.
chemical synapses.

List and describe the functions of major
neurotransmitters in the human nervous
system.

Describe the role of ligand gated channels
in synaptic signaling.

Compare and contrast IPSP vs. EPSP.

Explain why different receptors produce
different neurotransmitter effects.

Identify structural anatomy of a vertebrate
brain.
List and describe the structure and
function of the vertebrate forebrain,
65
COURSE TITLE:
GRADE(S):
midbrain and hindbrain.
SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site

Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach

Carolina AP Biology Lab Set

Physiology of the Circulatory System Lab: Explore how open and closed circulatory systems maintain homeostasis

Transpiration Lab: Explore transpiration as a mechanism for plant growth and dynamic homeostasis.

Jumpin’ the Gap: http://learn.genetics.utah.edu

Research: Can stem cell-based therapy be used in brain and spinal cord injuries?
66
COURSE TITLE:
GRADE(S):
UNIT NUMBER AND TITLE: 9: Ecology
BRIEF SUMMARY OF UNIT: This unit will introduce aspects of animal behavior, biomes, and models of population growth, community interactions and
species diversity.
SUGGESTED TIMELINE: 4 Weeks
*The suggested timeline is subject to change as teachers and program supervisors find necessary.
LINK TO CONTENT STANDARDS:
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other
elements to form amino acids and/or other large carbon-based molecules.
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different
scales.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in
ecosystems of different scales.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of
organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
67
COURSE TITLE:
ESSENTIAL QUESTIONS THAT WILL
FOCUS TEACHING AND LEARNING:




Big Idea 1: How does evolution drive the
diversity and unity of life?
Big Idea 2: How do biological systems
utilize free energy and molecular building
blocks to grow, reproduce and maintain
dynamic homeostasis?
Big Idea 3: Living systems store, retrieve,
transmit and respond to information
essential to life.
Big Idea 4: How do biological systems
interact and possess complex properties
GUIDING QUESTIONS:

How can discrete sensory inputs stimulate
simple and complex behaviors?

How does learning establish links between
experience and behavior?

What factors can explain most behaviors?

Why does inclusive fitness account for
evolution of behavior?

What factors control the structure and
distribution of terrestrial biomes?

How do biological processes influence
population density, dispersion and
demographics?

What type of population does exponential
growth model describe?

What type of population does logistic
growth model describe?

Why are life histories products of natural
selection?

What factors regulate population growth?
GRADE(S):
ESSENTIAL KNOWLEDGE, SKILLS, AND
ENDURING UNDERSTANDINGS:
A: STUDENTS WILL KNOW:
 Behavior is the sum of responses to
external and internal stimuli and includes
muscular as well as non-muscular activity.
 A fixed action pattern is a largely invariant
behavior triggered by a simple cue know
as a sign stimulus.
 Animal behavior is sometimes
synchronized to the daily cycle of light
and dark in the environment or to
environmental cues that cycle over the
season.
 Communication is the transmission and
reception of signals.
 Animals use visual, auditory, chemical and
tactile signals.
 Learning is the modification of behavior
based on experience.
 Sexual dimorphism correlates with the
type of mating relationship between males
and females.
 Master regulatory genes control complex
behaviors.
 When behavioral variation within a
species corresponds to variation in
environmental conditions, it may be
evidence of past evolution.
 Inclusive fitness is the total effect an
individual has on proliferating genes by
producing offspring and providing aid that
enable relatives to reproduce.
 Hamilton’s Rule: Measures the strength of
the selective forces favoring altruism
against potential cost of “self-less”
behavior.
 Climatographs show that temperature and
precipitation are correlated with biome
distribution.
 Biomes have overlapping boundaries.
ASSESSMENT (EVIDENCE OF
KNOWLEDGE AND UNDERSTANDING)
STUDENTS WILL:
Science Practices(SP): 1-7

SP-1:Use representations and models to
communicate scientific phenomena and
solve scientific problems

SP-2:Use mathematics appropriately

SP-3:Engage in scientific questioning to
extend thinking or guide investigations

SP-4:Plan and implement data collection
strategies

SP-5:Perform data analysis and evaluation
of evidence

SP-6:Work with scientific explanations
and theories

SP-7: Connect and relate knowledge
across various scales, concepts and
representations in and across domains.
Be formatively assessed:
 Lab skills
 Lab content
 Collaboration
 Organization
 Logical approach to problem
 Solving
 Critical thinking skills
 Verbalization of information
 Application and interpretation of
real time data
 Quizzes on periodic divisions of
unit content
Be summatively assessed:
 Tests on periodic division of unit
content
68
COURSE TITLE:
GRADE(S):

Is the human population growing
exponentially?


How are community interactions
classified?


What factors characterize biological
communities?



How is species diversity and composition
influenced?

What is the role of biogeographic factors
in community diversity?


How do pathogens influence
communities?


What physical laws govern energy flow
and chemical cycling in ecosystems?


What factors control primary production in
ecosystems?


How much energy is transferred between
trophic levels?


What are the roles of biological and
geochemical processes in ecosystems?


How can restoration ecology help to
degraded ecosystems?

How do human activities threaten Earth’s
biodiversity?

How are human actions rapidly changing
the Earth?







Terrestrial biomes are often named for
major physical or climate factors and
vegetation.
Vertical layering is an important feature of
biome assessment.
Disturbance both natural and human
influence biomes.
Population density is the number of
individuals per unit area and reflects the
interplay of birth, death, immigration and
emigration.
Environmental and social factors influence
the dispersion of individuals.
Populations increase from births and
immigrations and decrease from death and
emigrations.
Life tables, survivorship curves and
reproductive tables summarize specific
trends in demography.
Exponential growth describes a population
in an idealized, unlimited environment.
Logistic growth describes a population
that levels off as it nears carrying capacity.
Carrying Capacity (K) is the maximum
population size the environment.
Life histories are evolutionary outcomes
reflected in the evolutionary, physiology
and behavior of organisms.
Density dependent factors influence a
population from within.
Density dependent factors influence a
population from the outside.
Populations undergo many boom and bust
cycles and influenced by complex
interactions between biotic and abiotic
factors.
Meta-populations are linked be
immigration and emigration.
Since 1650 the human population has
grown exponentially but has now leveled
off.
The Earth’s carrying capacity for humans
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Test at the end of the unit
Free response practice
Logical, defendable, complete
answers to the essential questions.
Logical short answer to explain
the enduring understanding question.
Unit project
Written laboratory reports
Presentation of laboratory experiments

Concept poster presentation connecting
concepts to examples in biological systems

Student generated concept maps on
periodic division of unit content

Maintenance of portfolio of course work.

Maintenance of course Google Drive
folder.
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COURSE TITLE:
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is uncertain.
Ecological footprint is the aggregate land
and water area needed to produce all the
resources a population consume and
absorb all the wastes.
A variety of interspecific interactions
affect the survival and reproduction of the
species that engage in them.
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Competitive exclusion states that 2 species
competing for the same resource cannot
coexist permanently in the same place.

Resource portioning is the differentiation
of species niches that enable species to
coexist in a community.
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Diversity and trophic structure
characterize biological communities.

Species diversity measures the numbers of
species in a community, its richness and
relative abundance.

More diverse communities typically
produce more biomass and show less
yearly variation in growth.
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Trophic structure is the key factor in
community dynamics.

Food chains link the trophic levels and
branch to form food webs.
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Dominant species are the most abundant
species in the community and are very
competitive.

Keystone species influence the community
due to their niche and are usually less
abundant.

Ecosystem engineers influence community
structure through their effects on the
physical environment.

Disturbance and the lack of equilibrium
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are the norm for most communities.

Ecological succession is the sequence of
community and ecosystems changes after
a disturbance and can be primary or
secondary.

Species richness declines along latitudes
and age of the ecosystem.

Species richness is related to a
community’s geographic size.

Zoonotic pathogens are transferred from
other animals to humans and cause the
largest class of emerging human disease.

An ecosystem consists of all the organisms
in a community and all the abiotic factors
with which they interact.
Energy is conserved but degraded as heat
during ecosystem processes.
The law of conservation of mass measures
how much of an element enters and leaves
an ecosystem and cycles in it.
Primary production sets the spending limit
for the global energy budget.
Gross primary production is the total
energy assimilated by an ecosystem in a
given period.
Net primary production is the energy
accumulated in autotroph biomass minus
the energy used for respiration.
In aquatic systems; light and nutrients
limit primary production.
In terrestrial ecosystems, climate factors
affect primary production on a large
geographic scale.
Trophic efficiency is generally 5-20% with
10% being the typical value.
Pyramids of net production and biomass
reflect low trophic efficiency.
Water moves in a global cycle driven by
solar energy.
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The carbon cycle reflects reciprocal
process of respiration and photosynthesis.
 Nitrogen enters the ecosystem through the
atmosphere and is fixed into useable forms
in local cycles.
 The phosphorus cycle is sedimentary
 Nutrient cycling is strongly regulated by
vegetation and decomposition rates.
 Bioremediation and augmentation allow
ecologist to improve degraded ecosystems.
 Biodiversity can be considered at 3 levels:
genetic, species and ecosystem diversity.
 Ecosystem service are the view of the
value a preserved ecosystem can provide
to human society.
 There are 4 major threats to biodiversity;
habitat loss, introduced species,
overharvesting and global change
 Agriculture removes nutrients from soil
and have to be supplements which pollutes
water.
 Biological magnification is the
concentration of toxins throughout the
ecosystem in higher trophic levels.
 Due to human activity, carbon dioxide
levels have increased causing global
warming.
 The ozone layer has been depleted due to
CFC release which is now closely
monitored by world governments.
B: STUDENTS WILL UNDERSTAND THAT:
 1.A: Change in genetic makeup of a
population over time is evolution
 1.C: Life continues to evolve within a
changing environment
 2. A: Growth, reproduction and
maintenance of the organization of living
systems require free energy and matter.
 2.C: Organisms use feedback mechanisms
to regulate growth, reproduction and
dynamic homeostasis
 2. D: Growth and dynamic homeostasis of
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a biological system are influenced by
changes in the system’s environment.
2. E: Many biological processes involved
in growth, reproduction and dynamic
homeostasis include temporal regulation
and coordination.
3.E: Transmission of information results in
changes within and between biological
systems
4.A: Interactions within biological systems
lead to complex properties
4. B: Competition and cooperation are
important aspects of biological systems.
4. C: Naturally occurring diversity among
and between components within biological
systems affects interactions with the
environment.
C: STUDENTS WILL BE ABLE TO:
 Define: Behavior.

Describe a FAP and provide examples.

Identify forms of animal communication.

Define: Learning and relate the forms to
examples.

Describe types of mating relationships that
result from sexual dimorphism.

Define: Altruism and provide an example.

Explain the relationship between altruism,
inclusive fitness and Hamilton’s rule.

Use Hamilton’s rule to evaluate altruistic
behavior in different scenarios.

Identify biomes on a geographic map.

Determine the average temperature and
precipitation using a climatograph.

List and describe major flora and fauna of
each biome.
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COURSE TITLE:
GRADE(S):

Evaluate human disturbance to biomes and
infer potential results.

Graphically identify patterns of population
dispersion.

Use life tables, survivorship curves and
reproductive tables to evaluate population
dynamics.

Graph population data and determine
growth patterns.

Graphically determine carrying capacity
(K).

Compare and contrast exponential and
logistic growth patterns.

Determine the life history of a population
using demographic data.

Identify density dependent and
independent limiting factors in a
population and relate their impact.

Evaluate the ecological footprint of a
nation and relate to their population.

Infer the Earth’s carrying capacity for the
human population based on historical data.

Create a food web based on data.

Identify trophic levels, dominant and
.keystone species

Identify forms of succession and infer
pattern of redevelopment.

Create a food pyramid based on ecosystem
data.

Evaluate species richness in an ecosystem.

Identify the role of pathogens in emerging
human disease.

Identify the physical and chemistry laws
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COURSE TITLE:
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that regulate ecosystems.

Using equations, calculate primary
production.

Describe the limiting factors that control
primary production.

Determine the primary productivity of a
system experimentally.

Calculate the trophic efficiency from food
webs and pyramids.

Diagram the water, carbon, nitrogen and
phosphorus cycles.

Describe current and future bioremediation
and augmentation projects.

List and describe human activities that
reduce biodiversity.

Describe the 3 main levels of biodiversity.

List and describe the 4 main threats to
biodiversity.

Provide specific examples of biodiversity
threats in the modern world.

Infer solutions to biodiversity threats.

Discuss the ethics of biodiversity issues.

Describe human actions that have
accelerated change on the Earth.

Discuss examples of biomagnifications in
the current world.

Explain how agricultural practices can
lead to lake eutrophication.

Relate the cause and effect of global
warming and current solutions.
Describe the ozone layer depletion and
world government solutions.
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COURSE TITLE:
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SUGGESTED SEQUENCE OF LEARNING ACTIVITIES, INCLUDING THE USE OF TECHNOLOGY AND OTHER RESOURCES:
 Preview the essential questions and connect to learning throughout the unit.
 Teacher presentation and introduction of lessons (may include one or more of the following: video, slide, computer presentations, prepared notes).
 Student completion of essential vocabulary.
 Teacher/Student presentation of scientific concepts.
 Teacher/Student demonstration of scientific concepts.
 Discussion of scientific topics as they pertain to current world events.
 Handouts and written activities reinforcing mathematical calculations of scientific concepts, critical thinking, and problem solving.
 Inquiry based learning activities that promote collaboration and critical thinking.
 Students will complete labs to reinforce scientific concepts presented in the unit.
 Students will utilize technology to research current world events that relate to the unit.
 Students will summarize assigned readings that will be graded using established rubrics for comprehension.
 Students will complete a group project at the end of the unit that will be graded using established rubric for content and collaborative skills.
Resources:
 Current textbook and ancillary materials

Google Classroom Site
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Instructor Website : Tutorials, Animations, Videos, Virtual Labs, Quests

Mastering Biology: Pearson: Instructor/student web-link: www.masterbiology.com

AP Biology Investigative Lab: An Inquiry Based Approach

Carolina AP Biology Lab Set

Transpiration Lab: Investigating transpiration as a mechanism for plant growth and dynamic homeostasis

Animal Behavior Lab: Investigating the foraging behavior of Brassica butterfly larvae

Species Interaction Lab: Investigating dissolved oxygen consumption in the presence of producers and consumers in an aquatic food chain.

Primary Consumer Lab: Investigating the energy flow at higher trophic levels and varying environmental conditions.

Dissolved Oxygen and Primary Productivity Lab: Investigating the relationship between levels of dissolved oxygen and primary productivity in the
ecosystem.

Model of Biome

Community Water Testing

Invasive Species Case Study

Eutrophication Case Study
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COURSE TITLE:
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Scope and Sequence Overview:
1
Unit 1
2
Unit 1
3
Unit 1
4
Unit 2
5
Unit 2
6
Unit 2
7
Unit 2
8
Unit 3
9
Unit 3
10
11
12
13
14
15
16
17
18
Unit 3
Unit 3
Unit 4
Unit 4
Unit 4
Unit 4
Unit 5
Unit 5
Unit 5
19
20
21
22
23
24
25
26
27
Unit 6
Unit 6
Unit 6
Unit 7
Unit 7
Unit 7
Unit 7
Unit 5
Unit 6
28
29
30
31
32
33
34
35
36
Unit 7
Unit 8
Unit 8
Unit 8
Unit 8
Unit 9
Unit 9
Unit 9
Unit 9
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